Training for the 2.0 Classroom: Becoming Familiar with Interactive Internet-Based Technologies By Dan Gibson EDCI 575: Spring Semester March 2, 2012
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Executive Summary The Challenger Center’s origins begin with the January 28, 1986 Challenger Space Shuttle tragedy. Only seventy-three seconds after liftoff, the crew of seven lost their lives in an explosion. After several years, the Northwest Indiana Challenger Learning Center (CLC) was established on March 6, 1999. Shortly after its opening Rebecca Manis developed several Power Points to brief students prior to participating in a Challenger mission. The center is still using these briefings. To develop new briefings with web-based instructional tools, it was requested to train CLC staff on integrating web-based instructional tools. Students are used to being over-stimulated and engaged with multimedia. They are easily bored with text-based learning. Similarly, students are unengaged in out-dated Power Point presentations. It is recommended the CLC staff: Become aware of web-based instructional tools Utilize web-tools that would benefit their organization’s mission Specifically use Prezi to redesign their briefings Connect with like-minded professionals to stay up-to-date with new information/communication technologies offered online An online course, Integrating Web-Based Technologies, was developed to train the CLC staff on using web-based technologies within their instruction. The main instructional goals for the online course include: The learners will be presented with content on the Web 2.0 concept. They will additionally perform research to become aware of new web-based technologies, which will assist the CLC and its staff’s professional career to become more up-to-date with current Internet technologies. At the course’s conclusion, the learners will continue to connect with educational professionals and resources through the development of a personal learning network (PLN). This PLN will focus on locating worthwhile and current educational technologies, which will ultimately be used to facilitate student learning. The learners will modify their briefings using Prezi, which is a web-based presentation tool. Additionally, from their online research, learners will create instructional products to aid their classroom instruction. Through this online training session, the CLC staff will develop their ability to engage in Internet technologies, which can bring their Power Point briefings and procedures for interacting with clients into the 21st Century. The overwhelming abundance of digital media and the proliferation of new information/communication technologies online offer instructors myriad opportunities to interact, create, and inspire learning. Ultimately, the CLC staff will be to maintain a sustainable clientele and reach a broader market, while continually improving presentations and communication techniques. Page | 2
Table of Contents Title Page .........................................................................................................................................1 Executive Summary .........................................................................................................................2 Table of Contents .............................................................................................................................3 Introduction to Problem ...................................................................................................................4 Topic, Goals, and Learner Analysis ................................................................................. 5-6 Instructional Strategies Map ................................................................................................7 Planning Grid ................................................................................................................... 8-9 Assessment Plan........................................................................................................... 10-11 Course Map ........................................................................................................................12 Course Outline ............................................................................................................. 13-14 References ......................................................................................................................................15 Appendix A (Learner Analysis Survey) .................................................................................. 16-18 Appendix B (Course Rubrics) .................................................................................................. 19-22
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Introduction to Problem: Challenger Learning Center Briefings need Updating Initially, the director of the Northwest Indiana Challenger Learning Center (CLC) requested a training module to help revamp her existing briefings, which were created with Power Point software. She expressed the importance of training her staff to become more aware of instructional tools available online. It was also requested that the presentation program be able to integrate video and sound. Basically, she wanted her staff to be able to create products that at least appeared “more technologically advanced.” Additionally, she wanted to locate an online area to upload and share documents with collaborating teachers. These presentations and procedures need to change. The CLC staff needs to know how to construct briefings that appeal to 21st Century Learners.
Condition: The CLC staff is presenting out-dated Power Points briefings to local school groups and utilizing similarly out-dated procedures for interacting with clients.
Criterion: The CLC staff needs to develop their ability engage in Internet technologies that can bring their Power Point briefings and procedures for interacting with clients into the 21st Century.
Causes: Staff members are unaware of web-based presentation tools. Staff have not up-dated their briefings. Staff doesn’t know where to begin looking for web-based instructional tools. Staff doesn’t have time to locate worthwhile online tools.
Symptoms: The CLC briefings are poorly constructed and/or need to be up-dated. CLC clients are not engaged by the briefings. CLC clients do not return because of lack of interest. CLC doesn’t seem technologically up-to-date.
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Topic This course was designed to introduce CLC employees and K-12 teachers to current web-based instructional tools. Through this instructional module, CLC staff and interested teachers within the Hanover Community School Corporation can participate in a “Just in Time” (p. 196) training program to assist their understanding of worthwhile web tools (Simonson et al., 2012). These web tools should motivate and facilitate student learning. Because there are so many worthwhile web tools available online, there will be a focus on presentation tools and document sharing tools. Each web tool would be explained utilizing several instructional strategies/aides. Screencasts, task analysis (procedural resources), and student communication online will be promoted through the Coursekit learning management system (LMS). Learner’s finished products will be shared with the class and assessed using a rubric. Instructional Goals 1. The learners will be presented with content on the Web 2.0 concept. They will additionally perform research to become aware of new web-based technologies, which will assist their company and their professional career to become more up-to-date with current Internet technologies. 2. At the course’s conclusion, the learners will continue to connect with educational professionals and resources through the development of a personal learning network (PLN). This PLN will focus on locating worthwhile and current educational technologies, which will be used to facilitate student learning. 3. The learners will modify their briefings using Prezi, which is a web-based presentation tool. Additionally, from their online research, learners will create instructional products to aid their classroom instruction. Learner Analysis Primarily, the audience for this training module is the CLC staff, but the course could also be used to train educators in a K-12 school system. Participants will be given time to complete instructional activities while at work. It will also be encouraged to complete tasks in their spare time. Time might be limited for participants. So, participation in online discussion should be made engaging, easily accessible, and also optional. According to the CLC’s director, the CLC staff was characterized as being: “Somewhat comfortable” with the skills needed to participate in the web-based interaction necessary for an online course “Somewhat slow” to adapt to new technology “Very familiar” with the use of educational technology for instructional purposes “A little tentative with new technologies” Page | 5
Unmotivated to search for web-based instructional products Familiar with presenting content
The CLC’s need for tech-savvy staff members is highly important to the center’s director. Overall, the facility is utilizing antiquated instructional technologies. In order to continue their services, the institute must continuously investigate and implement the latest educational technology.
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Pre-Instruction -Welcome letter for participants -Participant introductions -Coursekit orientation videos -Web 2.0 questions and research: *What does Web 2.0 mean? *Locate a Web 2.0 instructional tool.
-Course map and calendar with dates and syllabus with expectations
Activate Student Learning
Presentation of Content -Define Web 2.0 concept -Provide hypermedia resources -Screencast demonstrations and directions -Provide files and links as resources to investigate Prezi -Provide examples of finished products created using Prezi -Procedural list for using the tools -Video presentations
Learning Assessment
-Research Web 2.0 content
-Assess learner discussions using discussion comment rubric
-Discussion questions and interaction
-Assess whether participants completed all requirements
-Example questions:
-Assess projects using project rubric
*What benefits do you see in using this product?
*Have learners post their products to the LMS
*How could this improve your instruction? -Learner-centered project that relates to their job -Share and evaluate projects with the peers and instructor
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INSTRUCTIONAL GOAL: The learners will be presented with content on the Web 2.0 concept. They will additionally perform research to become aware of new web-based technologies, which will assist their company and their professional career to become more up-to-date with current Internet technologies. At the course’s conclusion, the learners will continue to connect with educational professionals and resources through the development of a personal learning network (PLN). This PLN will focus on locating worthwhile and current educational technologies, which will be used to facilitate student learning. Tasks
Instructional Objectives
Introduction to Course Management System
Using their email accounts and the course management system (Coursekit), learners will review the course layout, features, resources, and syllabus through an online tutorial.
After reviewing resources linked through the first assignment on Research Coursekit, learners will Web 2.0 paraphrase and post their own Concept definition of Web 2.0 technologies to the online discussion board. Using Coursekit’s comment section, learners will locate and Review Web share at least one example of a 2.0 Tools Web 2.0 instructional tool from shared resources. When presented with various Locate Usable resources to review web-based presentation tools, the learner Web 2.0 will distinguish at least one webTools based tools best suited for their company’s needs.
PerformanceContent Matrix procedurerecall and apply
Initial Presentation Strategy
Generative Learning Strategy
Assessment Item(s)
Post and/or link learners to videos, which will acquaint learners with the CMS system. Learners could also benefit from a procedural tutorial on “getting started” with Coursekit. Post assignment, guiding question, and rubric to course management system.
Learners will watch video tutorials and attempt to complete the tasks. Learners will perform the tasks associated with the procedural tutorial. Learners post their definitions of Web 2.0 technologies.
Learners will have logged in, commented on posts, and completed all the assigned requirements within Coursekit’s “Stream” tab.
concept-apply
Post assignment question to course management system.
Learners post their findings onto Coursekit’s Stream
Learners’ posts will be graded as completed or not completed (i.e. checklist)
concept-apply
Present students with a list of presentation and slideshow web tools.
Students evaluate the web tools and list why a specific tool best suits their institute’s needs.
Learner’s post can be assessed using a rubric.
concept-recall
Posts can be graded using a rubric to assess learners’ responses and comprehension of the concept.
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Continuation of Working with WebTools
To continue to locate worthwhile web-based tools for educational purposes, learners will create a personal learning network through Twitter and Diigo, which will be focused on web technologies as they relate to their institute’s interests.
procedureapply
Present information on developing networks to learn continuously about various Web-based educational tools.
Students will create profiles on Twitter and Diigo (social bookmarking site), and/or a blog space for their continued personal learning.
Learners creation of PLNs will be graded as completed or not completed (i.e. checklist).
INSTRUCTIONAL GOAL: The learners will modify their briefings using Prezi, which is a web-based presentation tool. Additionally, from their online research, learners will create instructional products to aid their classroom instruction. Tasks
Prezi Tutorials
Prezi Project
Using Other Web-Tools
Instructional Objectives
With the resources provided through the assignment’s description, learners will review resources for successfully using the Prezi presentation tool. Using Prezi and/or other online presentation tools, learners will reconstruct Power Point presentations to integrate hyperlinks, videos, and/or audio within the slides. From previous online research, learners will construct one additional presentation, slideshow, or video with the web tools to assist their instruction.
PerformanceContent Matrix procedureapply
procedureapply
procedureapply
Initial Presentation Strategy
Generative Learning Strategy
Assessment Item(s)
Post assignments and draw students’ attention to online resources for engaging in the Prezi production tool. Engage learners in the creation of a Prezi presentation. Provide assistance and help when needed.
Learners review online tutorials to successfully use the Prezi website.
Learners’ Prezi and/or other instructional products can be assessed using a rubric.
Learners’ can post instructional products for others to critique and share their work in progress.
Learners’ Prezi and/or other instructional products can be assessed using a rubric.
Provide learners with online resources to locate presentation, slideshow, and/or other pertinent webbased instructional tool.
Learners will post links to additional instructional products they created.
Learner’s additional projects can be assessed using a rubric similar to the Prezi project rubric, but more focused on a generic presentation rubric.
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Assessment Plan Objectives Using their email accounts and the course management system (Coursekit), learners will login and review the course layout, features, resources, and syllabus through an online tutorial.
Task and/or Assessment Learners will watch video tutorials and attempt to complete the tasks. Learners will perform the tasks associated with the procedural tutorial. Learners will have logged in, commented on posts, and completed all the assigned requirements within Coursekit’s “Stream” tab.
Graded Using Checklist entitled: Course Participation and PLN Creation
After reviewing resources linked through the first assignment on Coursekit, learners will paraphrase and post their own definition of Web 2.0 technologies to the online discussion board.
Learners post their definitions of Web 2.0 technologies. Posts can be graded using a rubric to assess learners’ responses and comprehension of the concept.
Rubric entitled: Online Discussion Posts
Using Coursekit’s comment section, learners will locate and share at least one example of a Web 2.0 instructional tool from shared resources.
Learners post their findings on to Coursekit’s Stream. Learners’ posts will be graded as completed or not completed. Within the checklist, the category will be the completion of course requirements. When presented with various resources to review Students evaluate the web tools and list why a specific tool will web-based presentation tools, the learner will best suit their institute’s needs. Learner’s post can be assessed distinguish at least one web-based tools best suited using post rubric. for their company’s needs. To continue to locate worthwhile web-based tools Students will create profiles on Twitter and Diigo (social for educational purposes, learners will create a bookmarking site), and/or a blog space for their personal learning. personal learning network through Twitter and Learners creation of PLNs will be graded as completed or not Diigo, which will be focused on web technologies completed. as they relate to their institute’s interests.
Checklist entitled: Course Participation and PLN Creation
With the resources provided through the assignment’s description, learners will review resources for successfully using the Prezi presentation tool.
Rubric entitled: Power Point Appearance and Content Transfer: Prezi Project
Learners review online tutorials to successfully use the Prezi website. Learners’ final Prezi can be assessed using a rubric.
Using Prezi and/or other online presentation tools, Learners’ can post instructional products for others to critique and learners will reconstruct Power Point presentations share their work in progress. Learners’ Prezi and/or other to integrate hyperlinks, videos, and/or audio instructional products can be assessed using a rubric. within the slides.
Rubric entitled: Online Discussion Posts
Checklist entitled: Course Participation and PLN Creation
Rubric entitled: Power Point Appearance and Content Transfer: Prezi Project Page | 10
From previous online research, learners will construct one additional presentation, slideshow, or video with the web tools to assist their instruction.
Learners will post links to additional instructional products they create from other web tools. Learner’s additional projects can be assessed using a rubric similar to the Prezi project rubric, but more focused on a generic presentation rubric.
Rubric entitled: Additional Presentation or Slideshow Project
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Course Map: Integrating Web-Based Technologies
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Course Outline: Integrating Web-Based Technologies I.
Syllabus A. LMS (Coursekit) overview B. Instructor availability C. Learning goals and objectives D. Course content E. Course design
II.
People A. Learners B. Instructor C. Evaluator
III. Resources A. Files and documents B. Hyperlinks a. Blog Posts b. Video c. Other Websites IV. Stream A. Student discussion posts a. Introductions b. Questions c. Collaboration/communication B. Instructor discussion posts a. Introduction b. Hypermedia (audio, video, blog posts, files, links) c. Questions d. Assistance V.
Assessments A. Rubric for Prezi Project B. Rubric for posts and involvement C. Checklist for course completion Page | 13
D. Checklist for the creation of a PLN (Twitter and Diigo) VI. Calendar A. Seminar a. How to use this online course? B. Assignments a. Define Web 2.0 in your own words b. Social Bookmarking to save Web 2.0 c. Locate and Share Web 2.0 Resources d. Create a PLN with Twitter e. Extention of Learning: Creating an Additional Slideshow or Presentation C. Exam Review a. Logging into Prezi and Exploring b. Working with Prezi Online D. Exam a. Prezi Project E. Submit Work a. To the stream b. To the instructors email
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References Challenger Center (2012). Chronology: 1986-1995. Retrieved from: http://www.challenger.org/about/y1986-1995.cfm Morrison, Ross, Kalman, & Kemp (2011). Designing Effective Instruction 6th Edition. Hoboken, NJ: John Wiley & Sons, Inc. Palmer, M (2002). Role of the online instructor/facilitator. Indiana University-Purdue University Indianapolis. Retrieved from: http://www.iupui.edu/~idd/online_teaching/1/1_1.htm Qualtrics (2011). Qualtrics Survey Software. Retrieved from http://www.itap.purdue.edu/learning/tools/qualtrics/index.cfm Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of Distance Education. Boston, MA: Pearson.
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Appendix A 1. What type of learners would you characterize the majority of your staff members as? #
Answer
Response
%
1
Self-directed
0
0%
2
Teacher-directed
0
0%
3
Combination of both
1
100%
Total
1
100%
2. How comfortable is your staff with the required web-based interaction for an online course? #
Answer
Response
%
1
Very Comfortable
0
0%
2
Comfortable
0
0%
3
Somewhat Comfortable
1
100%
4
Not Comfortable at all
0
0%
Total
1
100%
3. Do you have a dedicated place with a computer and Internet access for your staff to work on instructional activities? #
Answer
Response
%
1
No, I do not know where my staff will complete these tasks.
0
0%
2
My staff may be given sometime at the CLC to complete these tasks.
1
100%
3
My staff will have a specific place identified to complete these tasks.
0
0%
Total
1
100%
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4. How fast or slow would you rate your staff in their ability to adapt to new technologies? #
Answer
Response
%
1
Very Slow
0
0%
2
Slow
0
0%
3
Somewhat Slow
1
100%
4
Somewhat Fast
0
0%
5
Fast
0
0%
6
Very Fast
0
0%
Total
1
100%
5. How familiar is your staff to using educational technologies for instruction? #
Answer
Response
%
1
Very Familiar
1
100%
2
Familiar
0
0%
3
Somewhat Familiar
0
0%
4
Not Familiar
0
0%
Total
1
100%
6. Can you tell me any pertinent information about your staff to assist with training? (i.e. techie abilities, motivation, enthusiasm levels, or anything else) Text Response They are a little tentative with new things in that they have to be told exactly how to do things that involve computers and new programs. They don't really try to learn new things through their own motivation. They like things spelled out for them.
7. What do you hope to gain from this training? (Don't limit your response.) Text Response I hope that we can find a new program or two to upgrade our operations to be more forward thinking and technologically advanced. I feel like we're about a decade behind where we should be in how we present things to our guests/clients. I hope that at least one of the staff will pick up on what you give us and run with it as they don't typically seem to do this on their own.
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8. Please rank the items below in the order of importance. you would like your staff to have access to in the online training. #
Answer
1
2
3
4
5
6
7
8
Responses
1
Discussion board to engage in online questions and/or collaboration.
0
0
0
0
1
0
0
0
1
2
Video Tutorials
0
0
0
0
0
1
0
0
1
3
Lists and Summaries of Web 2.0 Resources to Assist with Instruction
0
0
1
0
0
0
0
0
1
4
Area to Post and Critique Instructional Projects
0
0
0
0
0
0
1
0
1
5
Screenshot Tutorials with Written Directions
0
1
0
0
0
0
0
0
1
6
Presentation Tools Online
1
0
0
0
0
0
0
0
1
7
Document Sharing Tools Online
0
0
0
0
0
0
0
1
1
8
Collaboration and Discussion Tools Online
0
0
0
1
0
0
0
0
1
Total
1
1
1
1
1
1
1
1
-
9. Are there any additional comments you would like to make at this time? (If yes, write your response in the text box and don't limit your thoughts.) #
Answer
Response
%
1
Yes
1
100%
2
No
0
0%
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Appendix B
Online Discussion Posts CATEGORY Learning Community Contributions
3 Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic
2 Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely
1 Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group
Relevance of Posts
Prompts further discussion of topic by relating to real personal learning experiences. Locates related resources to share.
Posts topics which are related to resources and to peer’s/instructor’s postings. May locate additional resources to share with group.
Posts topics which relate to the resources. Shares unrelated posts and information.
Complete Response
Answers all of the questions associated with the posts, assignments, or exams within his/her own words. The author may include links, quotes, and other pertinent information to add to the learning experience.
Answers most of the questions associated with the posts, assignments, or exams.
Answer does not relate to the original questions associated with the posts, assignments, or exams.
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Power Point Appearance and Content Transfer: Prezi Project CATEGORY Originality
4 Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
3 Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.
2 Presentation shows an attempt at originality and inventiveness on occasions.
1 Presentation is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought.
Prezi: Media and Technology
All graphics are attractive (size and colors) and support the theme/content of the presentation. At least one video, hyperlink, and/or audio file was inserted into the Prezi, which correlated to the presentation's topic.
A few graphics are not attractive but all support the theme/content of the presentation. There is one video, hyperlink, and/or audio file within the Prezi to provide students additional information from the web.
All graphics are attractive but a few do not seem to support the theme/content of the presentation. Some graphics might be too pixelated. Video, hyperlink, and/or audio file within the Prezi may not work.
Several graphics are unattractive AND detract from the content of the presentation. No video or video link was inserted into the Prezi. In addition, no hyperlink was included within the final Prezi.
Sequencing of Information
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.
Most information is organized in a clear, logical way. One card or item of information seems out of place.
Some information is logically sequenced. An occasional card or item of information seems out of place.
There is no clear plan for the organization of information.
Text - Font Choice & Formatting
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.
Font formats have been carefully planned to enhance readability.
Font formatting has been carefully planned to complement the content. It may be a little hard to read.
Font formatting makes it very difficult to read the material.
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Additional Presentation or Slideshow Project CATEGORY Originality
4 Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
3 Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.
2 Presentation shows an attempt at originality and inventiveness on occasions.
1 Presentation is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought.
Media and Technology
All graphics are attractive (size and colors) and support the theme/content of the presentation. There is at least one video, hyperlink, and/or audio file within the program, which correlated to the presentation's topic.
A few graphics are not attractive but all support the theme/content of the presentation. There is one video, hyperlink, and/or audio file within the program to provide students additional information from the web.
All graphics are attractive but a few do not seem to support the theme/content of the presentation. Some graphics might be too pixelated. Video, hyperlink, and/or audio file within the program may not work.
Several graphics are unattractive AND detract from the content of the presentation. No video or video link was inserted into the program. In addition, no hyperlink was included within the final program.
Sequencing of Information
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.
Most information is organized in a clear, logical way. One card or item of information seems out of place.
Some information is logically sequenced. An occasional card or item of information seems out of place.
There is no clear plan for the organization of information.
Text - Font Choice & Formatting
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.
Font formats have been carefully planned to enhance readability.
Font formatting has been carefully planned to complement the content. It may be a little hard to read.
Font formatting makes it very difficult to read the material.
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Course Participation and PLN Creation CATEGORY Discussion on Coursekit
Yes Learner responded to all posts. Most of their posts were thoughtful and promoted the overall learning experience. (5 points)
No (0 points)
Requirements on Coursekit
Learners completed all of the required assignments, while demonstrating an understanding of how to use Coursekit. (2 points)
(0 points)
Personal Learning Learners created a Twitter profile, started to build a professional network, and Network provided the class with his/her @name. With a Diigo, participants have started to compile professional online resources. (5 points)
(0 points)
Learners constructed at least one additional presentation, slideshow, or video with a web-based instructional tool to assist their work.
(0 points)
Additional Presentation
Points Awarded
Total Points Awarded Comments
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